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Ujiati Cahyaningsih
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Journal of Innovation and Research in Primary Education
Published by Papanda Publisher
ISSN : -     EISSN : 2829775X     DOI : https://doi.org/10.56916/jirpe
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Journal of Innovation and Research in Primary Education (JIRPE) is a peer-reviewed, open-access journal that publishes original research and review articles primarily but limited to the area of elementary school education. It brings together academics and researchers from different countries who seek to promote a vigorous dialogue between scholars in various fields both central and related to scientific enquiry in education. JIRPE is published two times yearly and only accepts articles in English.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 137 Documents
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Search results for , issue "Vol. 4 No. 3 (2025)" : 137 Documents clear
Implementation of Interactive Multimedia to Improve Science Literacy of Elementary School Students: Systematic Literature Review Hodaifah, Hodaifah; Widodo, Wahono; Prahani, Binar Kurnia
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1416

Abstract

The low level of scientific literacy among elementary school students is a serious challenge in the world of education, especially in facing the demands of the 21st century which emphasizes critical thinking skills, problem solving, and understanding scientific concepts. One of the causes is the lack of interesting learning media that can accommodate students' learning needs as a whole. Therefore, innovation is needed in the form of interactive learning multimedia that can present material in an attractive visual way and actively involve students. This study aims to implement and examine the effectiveness of using interactive learning multimedia in improving elementary school students' scientific literacy. This study uses the Systematic Literature Review (SLR) method to analyze and synthesize various relevant studies on the implementation of interactive learning multimedia in the context of improving scientific literacy. Data were collected from various reputable national and international journals in the period 2017 to 2023, using databases such as Google Scholar, DOAJ, and GARUDA. The selection process was carried out with strict inclusion and exclusion criteria to obtain relevant and quality articles. A total of 10 articles were selected for analysis. The results of the study showed that most studies concluded that interactive multimedia has a positive influence on improving students' scientific literacy skills. This media has been proven to improve conceptual understanding, critical thinking skills, and increase students' interest and motivation to learn. In addition, the use of visual elements, animation, and simulation in multimedia can bridge students' difficulties in understanding abstract concepts in science. Thus, it can be concluded that interactive learning multimedia tends to be effective and relevant in improving elementary school students' scientific literacy. However, limitations such as small sample sizes or context-specific findings in some studies should be considered. These findings provide implications for teachers, media developers, and policy makers to integrate multimedia technology more optimally in science learning.
Transformation of Numeracy Learning through Ethnoliteration Approach and Deep Learning Strategies in the Society 5.0 Era Dwiyani, Eryka; Nursalim, Mochamad; Puspita, Ari Metalin Ika
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1417

Abstract

This research aims to develop and test the effectiveness of ethnoliteracy-based numeracy learning tools that are integrated with deep learning strategies in a pedagogical context in the context of multicultural elementary schools in Nganjuk Regency. Using the ADDIE model Research and Development (R&D) approach, the research was conducted in three schools with different local cultural backgrounds. Data was collected through participatory observation, in-depth interviews, numeracy tests, and document analysis. The results of the study showed that the learning tools developed were able to improve students' understanding of numeracy concepts with an average score increase of 24.3 points. In addition, there was an increase in positive attitudes towards mathematics, with a decrease in boredom from 42% to 12%, as well as an increase in metacognition scores from 2.3 to 3.9 (on a scale of 5). Contextualizing material through local culture has been shown to increase the relevance of student learning and engagement, which is reflected in the 96% attendance rate and the number of critical questions students ask. Despite obstacles such as limited learning resources and digital access constraints, the adaptation of teachers and students is able to overcome these challenges effectively. This study concludes that the integration of ethnoliteracy and pedagogical deep learning strategies significantly improves students' cognitive, affective, and participatory aspects in numeracy learning. The implication of these findings is the need to develop contextual learning based on local culture to improve the quality of numeracy education in multicultural primary schools.
Analysis of the Need for the Development of Ethnomathematics-Based Flipbook Media to Improve Understanding of Measurement Concepts in Elementary Schools Munawwaroh, Dinda Arofahtul; Mariana, Neni; Ekawati , Rooselyna
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1440

Abstract

The purpose of this study is to analyze the need for the development of ethnomathematics-based flipbook media to improve students' understanding of measurement materials in grade III of elementary school. The research method used is qualitative with a descriptive approach. Data was collected through in-depth interviews with teachers, participatory observations in the classroom, and documentation studies of the curriculum and teaching materials used. The results of the study show that measurement learning is still dominated by lecture methods and the use of textbooks, so that students have difficulty in understanding abstract concepts. Teachers have also not integrated elements of local culture in learning, although the concept of traditional units of measurement such as cubits and depa is still used in daily life. Therefore, it is necessary to develop ethnomathematics-based digital flipbook media that can present interactive illustrations, visual simulations, and connect measurement concepts with local cultural practices. The conclusion of this study emphasizes that digital flipbooks can be an innovative solution in improving students' understanding of measurement materials while supporting an exploratory approach in the Independent Curriculum. The recommendation of this study is a trial of flipbook media to measure its effectiveness in increasing student engagement and understanding in mathematics learning.
Analysis of the Development Needs of E-Book Story Media 'BUCETAR' (Picture Story Books) for Elementary School Students in Indonesian Schools Riyadh Rohmah, Fita Nur; Istiq'faroh, Nurul; Subrata, Heru
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1441

Abstract

This study aims to analyze the initial needs in the development of e-book story media "BUCETAR" as a means of learning thematic literacy for elementary school students at Sekolah Indonesia Riyadh. The background of this research is based on the importance of contextual and interesting digital-based learning media innovations to improve students' literacy skills, especially in the context of Indonesian Overseas Schools (SILN). This study uses a descriptive qualitative approach with data collection techniques in the form of observation, semi-structured interviews, and the distribution of questionnaires to grade 4 students and teachers. The results of the observation show that the learning process is still conventional with the minimal use of digital media. Teachers are aware of the importance of developing story-based media that is in line with the theme of the curriculum and the student experience. The results of the questionnaire showed that the majority of students liked picture stories, were interested in using e-books, and liked adventure topics that were relevant to their lives. The results of interviews and observations reinforce the finding that the learning media used has not been able to foster students' active involvement in the literacy process. Based on this needs analysis, the development of the "BUCETAR" e-book story is directed at the integration of narrative text with interesting illustrations, thematic approaches according to the curriculum, and interactive designs that support active student participation. This study recommends the development of e-book media as an alternative to literacy learning that is adaptive to technological developments and student needs in the SILN environment. In addition, the results of this study are the basis for further development and evaluation of the effectiveness of the media after it is implemented.
Case Study: Ethno-STEM Based Learning to Enhance Critical Thinking Skills in Primary School Students Putri, Dinda Karunia; Widodo, Wahono
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1442

Abstract

Critical thinking is essential for preparing students to face global challenges in the 21st century. The Ethno-STEM based learning that integrates traditional knowledge with modern science offers great potential for improving students' understanding of scientific concepts in a contextual and relevant way. This study aims to examine the application of an Ethno-STEM based learning to improve critical thinking skills in primary school. This study employs a descriptive qualitative approach with a case study design, involving 1 school principal, 10 teachers, and 20 students from Sumberwangi Elementary School in Bojonegoro Regency, Indonesia. Data were collected through interviews, observations, and questionnaires to understand teachers' and students' experiences regarding learning in class and the implementation of Ethno-STEM learning. The results indicate that although teachers recognize the importance of using technology in education, challenges such as lack of facilities, teacher training, and Ethno-STEM application knowledge persist. The study found that learning based on local wisdom enhances students' understanding of science but requires continuous teacher training and the provision of adequate technological resources. The study recommends further integrating technology, local wisdom, and STEM to create more interactive and effective learning, ultimately developing students' critical thinking skills.
Interactive Media ExploreDigest as an Innovation in Human Digestive System Learning within the Stream of Sustainable Education Sulistyowati, Dwi Ratna; Suryanti; Widodo, Wahono
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1444

Abstract

In support of the national agenda for achieving sustainable development goals—particularly in enhancing the quality of education—the advancement of science and technology plays a pivotal role. The integration of technology into the education sector has significantly transformed the learning landscape in the digital era. This study aims to design and develop interactive media that facilitate engaging, effective, and efficient learning experiences for elementary school students, specifically on the topic of the human digestive system. The research employed the ADDIE development model, encompassing the stages of Analysis, Design, Development, Implementation, and Evaluation. Participants in this development study included subject matter experts, instructional media specialists, and two peers involved in individual trials. Data were collected using validation sheets and structured questionnaires, then analyzed using descriptive qualitative methods. The findings indicate that the interactive media entitled ExploreDigest is deemed feasible and appropriate for supporting science learning in elementary education, as it enhances visual engagement and promotes better comprehension and enthusiasm for learning science.
Use of Google Site Multiplatform in Science Learning to Improve Motivation and Learning Outcomes of Elementary School Students Faiz, R. Moh Edi; Julianto; Widodo, Wahono
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1451

Abstract

Education is the main foundation in shaping a more promising future. This study aims to evaluate how effective the use of multiplatform-based Google Sites in the Natural Sciences (IPA) learning process is as a tool to improve student motivation and learning outcomes at the elementary school level. The study applied the Systematic Literature Review (SLR) approach, which included the stages of identification, selection, and in-depth analysis of relevant scientific publications. Data were collected from various national and international databases such as ERIC, Scopus, and Google Scholar, with selection criteria in the form of publications from the last five years (2023–2025) that discuss the integration of digital technology, learning motivation, and academic achievement in the context of basic education. The results of the analysis show that Google Sites offer high flexibility thanks to their ability to operate on multiple devices, as well as support interactive learning through the use of multimedia elements such as text, images, videos, and quizzes. Other findings show that the use of Google Sites can encourage students' intrinsic motivation by providing an exploratory and student-centered learning space, while strengthening academic achievement through the presentation of structured, engaging, and easily accessible materials. A number of studies reported increased active engagement, learning independence, and concept comprehension after implementing Google Sites-supported learning. Therefore, the integration of Google Sites across multiple platforms in teaching science at the elementary school level has great potential in creating a learning experience that is more adaptive, engaging, and in line with the demands of today's digital age.
The Impact of Principals' Human Resource Management Competencies on Elementary School Teachers' Performance in Majalengka Regency Bajuri, Diding; Nahdi, Dede Salim; Cahyaningsih, Ujiati
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1492

Abstract

This study explores the impact of principals’ human resource management (HRM) competencies on elementary school teachers’ performance in Majalengka Regency, Indonesia. Given the strategic role of school principals in managing educational resources, especially teachers, this study aims to examine how specific dimensions of HRM competencies contribute to teacher performance. A quantitative, correlational research design with a cross-sectional survey approach was used. The study involved 400 teachers from 80 public elementary schools selected through proportionate stratified random sampling. Data were collected using validated questionnaires measuring HRM competencies (six dimensions) and teacher performance (four dimensions). Statistical analyses included descriptive statistics, Pearson correlations, simple and multiple linear regressions, and Structural Equation Modeling (SEM). The findings revealed that principals’ HRM competencies significantly influenced teacher performance (R² = 0.615, p < 0.001). Among the HRM dimensions, human resource development had the strongest effect (β = 0.402), followed by performance appraisal (β = 0.234) and HR planning (β = 0.203). Teacher performance was generally high, particularly in personality and pedagogical competencies. All regression assumptions were met, confirming the robustness of the analysis.The results suggest that effective HRM by school principals, especially in continuous professional development and fair performance evaluations, plays a pivotal role in enhancing teacher performance. However, compensation and work relationship dimensions showed room for improvement, indicating potential policy gaps. Principals’ HRM competencies are vital for improving teacher performance. Educational policymakers should prioritize leadership development programs focusing on HRM strategies to strengthen teacher quality and educational outcomes at the elementary level.
Needs Analysis for the Development of Interactive Infographic Media Based on Discovery Learning on Renewable Energy Topics in Elementary Education Marita, Raini; Stiawan, Deris; Raharjo, Makmum
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1501

Abstract

The low level of students’ understanding in learning Natural Sciences, particularly on renewable energy topics, in elementary schools is partly due to the lack of interactive learning media that align with children's learning characteristics. This study aims to analyze the needs of both teachers and students for the development of interactive infographic media grounded in the discovery learning approach. A quantitative descriptive method was employed, using closed-ended questionnaires as the primary data collection instrument. The respondents consisted of 30 students and six classroom teachers from an elementary school in Musi Banyuasin Regency. The questionnaire covered pedagogical, technical, cognitive, aesthetic, and evaluation aspects. The findings revealed that the majority of students struggled to comprehend renewable energy concepts in the absence of visual media. Furthermore, 90% of students expressed a preference for learning materials incorporating images, videos, and animations. All teacher respondents emphasized the need for media that supports active and visual learning tailored to the developmental characteristics of elementary students. These findings underscore the urgent need to develop interactive infographic media based on discovery learning to enhance students’ conceptual understanding. Practically, the results serve as a foundation for designing learning tools that are engaging, age-appropriate, and capable of fostering independent exploration in science education at the elementary level.
The Effect of Structured Literacy on Reading Skills of Fifth-Grade Students Solehun, Solehun; Hartati, Tatat; Damayanti, Vismaia S
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1504

Abstract

Literacy is a foundational competency that significantly influences students’ academic and lifelong success. This study investigates the effect of structured literacy instruction on the reading abilities of Grade V students at SD Lab School UNIMUDA, Sorong Regency. Using a one-group pretest-posttest design, this quantitative study involved eight students and applied a literacy intervention integrated into Bahasa Indonesia instruction over the course of four sessions. Data were collected through pretests and posttests and analyzed using the Shapiro-Wilk normality test, paired sample t-test, and normalized gain (N-Gain) analysis. The findings indicate that the data were normally distributed, permitting the use of parametric analysis. The paired sample t-test showed a statistically significant improvement in students’ reading performance (p = 0.000), while the N-Gain score averaged 57.15%, placing the intervention in the moderately effective category. These results demonstrate that consistent and visually engaging literacy instruction, supported by structured routines and relevant reading materials, can enhance student engagement and reading comprehension. The study contributes to the existing literature by providing evidence from a remote and underrepresented educational setting, highlighting the effectiveness of school-based literacy initiatives. It calls for broader implementation of such interventions and suggests further research into sustainable and community-supported literacy models. The findings offer practical insights for educators, policymakers, and literacy advocates working to improve primary education outcomes.

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